Professional Documents
Culture Documents
QUARTER 2
1st Presentation
1. Present the photo of Kodaline to the
class. Tell the class that Kodaline is an
Irish Band and that they’re going to listen
to their popular song which is included in
Ireland Singles Top 100.
2.Write the title of the song “Common
Ground” on the board.
3. Let them do the activity on Task 2 A Task 2 PREDICT AND EXPECT
4. Let them explain their ideas or concepts A. You will listen to a song entitled “Common Ground” by
of Common Ground. Kodaline.
5. Process students’ answers. Task 2B. (Individual Task)
Predict words or phrases that you expect to hear from the song
through its title. Write your answer in the box. Do this in your
notebook.
2nd Presentation
1. Bring MP3 or CD of the song “Common
Ground” by Kodaline
2. Play the song “Common Ground” by
Kodaline then let the students listen to the
song.
3. While they’re listening to the song, let
them check the words or phrases they listed
if it appeared in the song.
4. Process students’ answers.
Task 2B. (Whole Class)
B. Listen to the song, then check the words or phrases you listed.
COMMON GROUND
by Kodaline
It's easy to win,
It's harder to lose
To admit that you're wrong
When you've got something to prove.
You said it was easy
I tell you they are wrong.
So get busy learning,
are you already gone?
People will tell you
What you want to hear
But the people who know you well
Can make it all clear.
Life isn’t easy,
You got to be strong.
Discussion: So get busy learning,
1. What is the song all about? Are you already gone?
2. How did you feel while listening to And all will be forgotten
the song? And we all fall apart,
3. What advice is given in the song? Do Yeah all will be forgotten
you agree with it? But the common ground,
Why/Why not? It’s a good place to start.
4. Would you follow the advice given? Sure all will be forgotten,
Why or why not? Yeah we will all be forgotten, fall apart.
5. Explain what is emphasized in the We will all be forgotten,
song. But common ground,
Is a good place to start.
Application: Common ground is a good place to start.
Task 2C. Pencil In
1. Have the students listen to the song for
C. Pencil In (Small Group)
the second time.
2. Have students form small groups. While listening to the song for the second time, sketch in the box
2. Instruct them to sketch in the box an an object you visualize in the song. Explain and discuss with a
object that they have visualized in the song. partner afterwards.
3. Have them explain and discuss their
group work in class.
4. Process students’ answers.
Skill: Reading
Materials: Copy of the activities, pictures
Reference: LM pages 119- 121 TG page 122
III. Learning Tasks
Teacher’s Tasks Student’s Tasks
Review:
Questions
1. What is the song all about? Task 3A READ ME (Individual Task)
2. How did you feel while listening to The family is the smallest unit of` society and it is everything. Yet there
the song? is no such thing as a “perfect family.”
3. What advice is given in the song?
Can you recall one unforgettable misunderstanding that happened in
Do you agree with it?
your family? How did your family cope with the tension it caused?
Why/Why not?
4. Would you follow the advice given? Read the text about the causes of conflicts in a family.
Why or why not?
4 Causes of Family Conflict
5. Explain what is emphasized in the
by K. Lee Banks
song.
Family harmony provides a sense of belonging and a
Pre-Reading Activities
feeling of security unlike many other types of relationships.
Motivation
When conflict arises, it threatens that security. Whether the
Ask the students to answer the
disharmony initiates from within the family unit or from
question in the introduction of the
external sources, individual family members and the family as
selection. Call a volunteer to share
a whole can experience a range of negative emotions and
his or her experience about
consequences. Unresolved conflict may irreparably damage a
misunderstanding in the family.
marriage and the entire family, if family members do not seek
help.
Vocabulary Development One major source of family conflict is within the area
The following words were taken from of finances-specifically, the lack of enough money to pay bills,
the selection that you are about to maintain the mortgage or rent, buy sufficient food and other
read. Give the meaning of the necessities and have any remaining money for recreation, job
underlined words. Choose your or career may contribute to conflict within a family. If a
answer from the list of words below. parent’s job keeps him/her away from home most of the time,
the spouse at home with the children often feels neglected or
1. Conflict arises overwhelmed. Conversely, if the parent becomes unemployed,
2. Negative emotions and this causes its own form of stress and conflict, as finances
consequences dwindle and uncertainty sets in about the future.
3. irreparably damage a
marriage as finances
4. inevitable rivalry
Result
Another cause of family conflict is the inevitable rivalry that occurs
Problems between siblings. Children typically seek their parents’ attention and
approval, even if this requires tattling on, or sometimes causing harm to a
too bad to be corrected or
During Reading:
Oral Reading
After Reading
Process the reading text by asking
students the following questions:
a. What is the major source of family
conflict?
b. What causes family conflict?
c. Describe the causes of family
conflict?
Generalization:
Answer the questions below.
Application: 1. From the given conflicts, which of these have you experienced with
Let students fill in the graph your family? Why?
Transcode Me found in the LM
Answers ______________________________________________________
– finances, siblings rivalry, favoritism, ______________________________________________________
in-laws ______________________________________________________
2. What did you do to resolve the said conflict in your family?
How does your knowledge in ______________________________________________________
transcoding linear to non-linear text ______________________________________________________
help you understand the selection? ______________________________________________________
II. Subject Matter Topic: Transcoding information from linear to non-linear texts and
vice versa
Skill: Reading
Materials: Copy of the activities, pictures
Reference: LM pages 119- 121 TG page 122
III. Learning Tasks
Teacher’s Tasks Student’s Tasks
Checking & Processing of Students’
Assignment.
Have the students present their
assignment.
Process students’ responses.
Ask: How does your knowledge in
transcoding linear to non-linear text
help you understand the selection?
Remarks:
No. of learners within mastery level ______________________
No. of learners needing reinforcement/remediation_________
Motive Question Read the excerpt below from the Divine Comedy-Inferno. Note the
1. Allow the students to answer the frightening things Dante wrote to illustrate hell. (Whole Class)
motive question before the text.
Have you ever been to a house of (See attached Summary of Canto III The Vestibule of Hell)
horrors? Have you seen a horror movie?
What are the things that shocked or
frightened you? Comprehension Check up
2. Encourage them to share their Thinking about the Text (Individual)
experiences on this.
1. What is Virgil’s advice to Dante as spoken at the Gate of
During Reading Hell?
2. Who are the souls tortured in this Canto?
1. Oral Reading
3. What is Charon’s reaction to Dante’s attempt to cross the
2. Highlight important points and take
river of Acharon?
note of the different senses you
4. How does Virgil silence Charon?
discovered while reading the text.
After Reading
Task 6 READ AND IMAGINE
1. Tell the class to answer Thinking
about the text found in the LM.
2. Discuss the answers to the class
Evaluation Give the theme of Canto III. Explain how the elements specific to a
selection build its theme.
Character
(Virgil’s Advice and Explanation of the inscriptions)
Character
(Charon’s statement)
Indicators 1 2 3 4 Score
Preparation Did not prepare Some preparations A good amount of Student prepared
for the were done. preparation was beyond level of
presentation done. assessment
Speaking and Did not look at the Looked at the Looked at the Gave attention to
Audience audience and did audience some of audience and the audience and
Contact not speak clearly. the time; spoke spoke clearly. spoke very
clearly once in a expressively.
while.
Overall Group didn’t show Group showed Group show good Group showed
understandin sufficient understanding of understanding of complete
g of the topic understanding of the message of the the entire story and understanding of
the message and story and its its conflict. whole story and
conflict of the conflict. its conflict.
story.
Date: September 9, 2015 Wednesday Day 7
I. Objective/s Explain how the elements specific to a selection build its theme
(EN10LT-IIa-14.2)
Answers
1. The river was the Acheron.
2. The ferryman was named Charon. B. Use your Senses (Small Group)
3. The cowards are those who were
afraid to make a decision or choices. Form 4 groups. Perform the task assigned in your group.
The cowards that Dante describes are
3. Eye Group – Make a poster of what hell looks like based on
the people who were not brave enough
the text
to make a decision one way or the
4. Ear Group – Record sounds of hell based on the details from
other. the text or use your voice and other materials available in
4. They now find their blood spilled by producing the sounds.
wasps and hornets and drunk by worms. 3. Hand Group – Show an interpretative dance to reflect the
5. Dante is surprised at their numbers; movements of tormented souls.
he had no idea so many had died or that 4. Eye and hand group- make a collage that depicts what hell
so many had died uncommitted. looks like.
6. Dante is frightened and falls into a
swoon.
Evaluation: Give the theme of Canto III. Give the theme of Canto III. Explain how the elements specific to a
Explain how the elements specific to a selection build its theme.
selection build its theme.
Character
Rubrics (Virgil’s Advice and Explanation of the inscriptions)
5 3 1
Explanations Explanations Explanations
are properly are properly are no so
presented presented related to
and are and are the theme. Character
related to partially (Charon’s statement)
the theme. related to
the theme.
Remarks:
No. of learners within mastery level Setting: Vestibule of Hell
______________________
Discussion:
1. Discuss with the students the two
ways of defining words: technical and
operational definitions.
Generalization
Application
Have the students do Task 9.
Extended Learning Task A. Give the definitions of the following words (either parenthetical or
sentence definition)
1. Novice
2. Cowardice
3. Pandemonium
4. Despicable
5. Retrograde
II. Subject Matter Topic: Identifying parts and features of argumentative essays
Selection: Aggressive Driving Should Be Avoided
Skill: Writing and Composition
Materials: Copy of the activities, pictures
Reference: LM pages 132-134 TG pages 125-126
III. Learning Tasks
Teacher’s Tasks Student’s Tasks
Checking of assignment YOUR DISCOVERY TASK
Review Task 10 READ TO WRITE!
Pre-reading Read an example of an argumentative essay below.
Introduction: Have you ever taken a ride in a public transportation with an
Ask the class to give their idea on aggressive driver? How did you feel? What did you do? Did you argue
argumentative essay. (What is an with the driver?
argumentative essay?
Motive Question: Aggressive Driving Should Be Avoided
Have them answer the motive
question: Have you ever taken a ride Aggressive driving is a phenomenon, which has only recently got the
in a public transportation with an public worried. The National Highway Traffic Safety Council (NHTSC) defines
aggressive driving as the “operation of a motor vehicle in a manner that
aggressive driver?
endangers or is likely to endanger persons or property.” Actions such as
How did you feel? What did you do? running red lights, improper passing, overtaking on the left, improper lane
Did you argue with the driver? change, failing to yield, improper turns, running stop signs, tailgaiting,
Call a student to share his/her answer careless driving, and speeding are examples of aggressive driving. Such
to the motive question with the rest of actions are dangerous to other road users. Aggressive driving should be
the class. avoided because it causes crashes, injuries and fatalities.
Vocabulary Development The first reason why aggressive driving should be avoided is it causes
Below are some words taken from the crashes. According to NHTSC, between 78 percent (excessive speed) and 100
argumentative essay “Aggressive percent (improper passing) of the cases of aggressive driving resulted in
Driving Should Be Avoided” that you traffic crashes and 96 percent of the drivers cited for “following too closely”
or tailgaiting caused crashes as a result of their aggressive driving. Moreover,
are about to read. Unlock the meaning
“running red light,” “improper passing,” and “overtaking on the left” topped
of the underlined words. Choose your other categories of aggressive driving in contributing to traffic crashes.
answer from the list in the box. Another reason why aggressive driving should be avoided is it causes
1. Aggressive driving is a phenomenon. injuries. NHTSC states that the percentages of the injuries caused by
2. tailgaiting, careless driving aggressive driving are, in almost all categories of aggressive driving, above
3. Aggressive driving is a phenomenon. 100 percent.
4. Aggressive driving also causes Aggressive driving also causes fatalities. “Overtaking on the left”
fatalities. appears to be the most important contributing factor in traffic fatalities as it
a. practice of driving on a road too relates to aggressive driving. “Improper lane change,” “running stop sign,”
close to a frontward vehicle and “running red light” rank second through four in terms of their
b. an occurrence of death by accident contribution to traffic fatalities.
c. ready or likely to attack or confront The above evidence shows that aggressive driving causes crash injuries
d. a fact or situation that is observed and fatalities. Hence, aggressive driving should be avoided. Since the opening
to exist or happen, especially one on the North-South Highway, the number of kilometers of roads in the
whose cause or explanation is in country has increased by one percent while the number of vehicle miles
question
driven has increased by 35 percent. More cars and more drivers are also on
the road leading to more aggressive drivers.
Task 10 B.
Discuss with class what an
An argumentative essay tries to change the reader’s mind by
argumentative essay is and its
convincing the reader to agree with the writer’s point of view.
characteristics.
Features of an Argumentative Essay
An argumentative essay attempts to be highly persuasive and
logical. It usually assumes that the reader disagrees with the writer,
but it should be noted that the reader is no less intelligent than the
writer. Hence, an argumentative essay should be written objectively
and logically.
An argumentative essay has the following characteristics:
presents and explains the issue or case
gives reasons and supports these reasons to prove its point
refutes (proves wrong) opposing arguments.
Parts
1. Introduction
The conclusion restates the main claim and gives one or two general
statements which exactly summarize the arguments and support the
main premise.
Task 11. Identify and Classify
1. Inform the class to go over on the Task 11 IDENTIFY AND CLASSIFY! (Whole Class)
model argumentative essay. From the model argumentative essay, identify its parts by rewriting
2. Let them do the task. the essential statements in the box.
Remarks:
No. of learners within mastery level
______________________
Extended Learning Tasks A. Write an argumentative essay on any of the following topics.
A. Ask the students to write an Be sure to observe/consider the features of the an
argumentative essay. argumentative essay. Be guided by its parts also.
Advance Assignment
C. Research on Argumentative speech about resolving conflict. The
following topics may guide in making your research. Get ready for
your final performance.
1. Resolving Conflicts
2. Unity in Diversity
3. Harmonizing Relationship with Others
4. Bridging the Gap
5. Recognizing Interpersonal Covergence
Prepared by: Noted:
5 3 1 0
A. Introduction Well-developed Introductory Introduction problem is
introductory paragraph paragraph states the thesis vague or
contains detailed contains but unclear.
background , a clear some does not Background
explanation or background adequately details are a
definition of the problem information explain the seemingly
and states background of random
the the problem. collection of
problem, but The information,
does not problem is unclear, or not
explain using stated, but lacks related
details. detail. to the topic.
B. Main Points Three or more main Three or Three or more Less than three
Body points are well more main main points, but main points,
Paragraphs developed with points are all lack with poor
Refutation supporting details. present development. development of
Refutation paragraph(s) but may lack Refutation ideas.
acknowledges the detail and paragraph(s) Refutation
opposing view and development missing and/or missing or
summarizes their main in one or two. vague vague.
points Refutation
paragraph(s)
acknowledges
the opposing
view but
doesn’t
summarize
points.
C. Conclusion Conclusion summarizes Conclusion Conclusion Conclusion does
the main summarizes summarizes not adequately
topics without repeating main topics. main topics, summarize the
previous Some but is repetitive. main points. No
sentences; writer’s suggestions No suggestions suggestions for
opinions and for change for change or
suggestions for change are change and/or opinions are
are logical evident. opinions are included.
and well thought out. included.
D. Organization Logical, compelling Overall, the Progression of Arrangement of
progression of paper is ideas in essay essay is unclear
ideas in essay;clear logically is awkward, yet and illogical.
structure which developed. moves the The writing
enhances Progression reader lacks a
and showcases the of ideas in through the text clear sense of
central idea or essay makes without too direction. Ideas,
theme and moves the sense and much details or
reader through moves the confusion. The events seem
the text. Organization reader easily writer strung
flows so through the sometimes together in a
smoothly the reader text. lunges ahead loose or
hardly thinks about it. Strong too quickly or random
Effective, mature, transitions spends fashion; there is
graceful transitions exist too much time no identifiable
exist throughout the throughout on details that internal
essay. and add to do not structure and
the essay’s matter. readers
coherence Transitions have trouble
appear following the
irregularly, but writer’s
not equally line of thought.
throughout the Few, forced
essay. transitions in
the essay or no
transitions are
present.
Evaluation
Stress – accent, the relative someone who helped you carry your bag
prominence of a syllable or musical someone who gave you a present
note someone who opened the door for you
your boss for allowing you to take a leave
Pitch – the property of sound with
variation in frequency of vibration Group 4
Say “Please” in the following situations:
Note: Examples are provided through
video presentation. when you’re requesting for something
when you make an order
when you are offering something
when you give a command
Application
Task 13 Express Yourself! Group 5
Say “Excuse me” in the following situations:
1. It’s unbelievable!
2. That’s great!
3. Oh, sure I will.
Remarks: 4. You must be kidding!
No. of learners within mastery level 5. Really? That’s good!
______________________ 6. Don’t worry, I understand.
7. You shouldn’t have.
8. I think I will.
No. of learners needing 9. Keep it up!
10. It’s okay
reinforcement/remediation_________